The use of video materials in grade IX students learning activities of SMP Pangudi Luhur Sedayu : a study on students perceptions.

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vii

ABSTRACT

Indriani, Lucia Etri. 2011. The Use of Video Materials in Grade IX Students’

Learning Activities of SMP Pangudi Luhur Sedayu: A Study on Students’

Perceptions. Yogyakarta: Sanata Dharma University.

Video has been commonly used in the English language learning field. The widely-provided video is authentic products which present students the real language use. The video has been a powerful tool to increase students’ motivations. In fact, perception strongly influences students’ motivations. This study is about the students’ perceptions towards the use of video materials in SMP Pangudi Luhur Sedayu.

This study is aimed at answering two research questions. They were (1) “How does the teacher implement the video materials in English teaching-learning activities in SMP Pangudi Luhur Sedayu?” and (2) “What are the ninth grade

students’ perceptions towards the use of video materials in the English teaching -learning activities carried out at SMP Pangudi Luhur Sedayu?”

A descriptive research was carried out in this study. The instruments used were questionnaire and interview. The questionnaire items dealing with students’ perceptions were presented in form of yes/no questions. Cluster sampling was employed to choose the questionnaire respondents. A simple random sampling was done to choose five respondents to be interviewed. It was aimed to know the students’ perceptions towards the use of video materials.

Through the data analysis, two findings were obtained. First, there are three types of video which were used in students’ learning activities. Animated video, documentary videos, and language learning videos had been applied in most of students’ learning activities. Thus, the video materials were implemented in various learning activities, such as answering comprehension questions, finding out difficult vocabularies, and composing narrative and descriptive texts.

Second, most of the students in class had positive perceptions towards the implementation of video in learning activities, as well as towards the video itself. The students’ positive perceptions were affected by the interesting teaching and learning activities. However, several students negatively perceived the implementation of video materials especially in listening comprehension activities. They had negative perceptions because they thought that the activities were uninteresting and boring. Due to this problem, the teacher has to find suitable video materials and design interesting activities to be applied in the English teaching and learning process.

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viii ABSTRAK

Indriani, Lucia Etri. 2011. The Use of Video Materials in Grade IX Students’

Learning Activities of SMP Pangudi Luhur Sedayu: A Study on Students’

Perceptions. Yogyakarta: Universitas Sanata Dharma.

Video telah digunakan secara umum dalam pembelajaran Bahasa Inggris. Secara luas, video disediakan dalam bentuk produk autentik yang menyajikan penggunaan bahasa secara nyata. Video sudah menjadi alat yang manjur untuk meningkatkan motivasi siswa. Kenyataannya, persepsi sangat mempengaruhi motivasi siswa. Penelitian ini mengkaji persepsi siswa terhadap penggunaan materi video di SMP Pangudi Luhur Sedayu.

Penelitian ini bertujuan untuk menjawab dua permasalah utama. Permasalahan tersebut adalah (1) Bagaimana guru menerapkan materi video dalam aktivitas belajar mengajar Bahasa Inggris di SMP Pangudi Luhur Sedayu? dan (2) Apa persepsi siswa terhadap penerapan materi video dalam aktivitas belajar mengajar Bahasa Inggris di SMP Pangudi Luhur Sedayu?.

Penelitian ini adalah penelitian deskriptif. Instrument penelitian yang digunakan berupa kuesioner dan wawancara. Keusioner disajikan dalam bentuk pertanyaan ya/tidak (yes/no questions). Sampling kelompok digunakan dalam memilih respondent untuk kuesioner. Sampling acak digunakan untuk memilih lima subjek wawancara. Hal tersebut bertujuan untuk mengetahui persepsi siswa terhadap penggunaan materi video dan bagaimana video digunakan dalam aktivitas belajar mengajar.

Melalui analisa yang telah dilakukan, diperoleh dua hasil. Satu, ada tiga tipe video yang digunakan dalam kegiatan belajar siswa. Video animasi, video dokumenter, dan video pembelajaran Bahasa Inggris telah digunakan dalam sebagian besar kegiatan belajar siswa. Materi video diterapkan berbagai macam kegiatan belajar seperti menjawab pertanyaan-pertanyaan, mencari kosa kata yang sulit, dan membuat teks naratif dan deskriptif.

Dua, sebagian besar siswa mempunyai persepsi positif terhadap penerapan video dalam kegiatan belajar begitu juga dengan video yang digunakan. Persepsi siswa yang positif dipengaruhi oleh aktivitas belajar mengajar yang menarik. Akan tetapi, ada beberapa siswa yang berpandangan negatif terutama dalam kegiatan menyimak (listening). Mereka mempunyai persepsi negatif karena mereka menganggap kegitan menyimak sebagai sesuatu yang tidak menarik dan membosankan. Oleh karena itu, guru harus mencari materi video yang sesuai dan merencanakan kegiatan yang menarik untuk digunakan dalam proses belajar mengajar Bahasa Inggris.

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THE USE OF VIDEO MATERIALS

IN GRADE IX STUDENTS’ LEARNING ACTIVITIES

OF SMP PANGUDI LUHUR SEDAYU:

A STUDY ON STUDENTS’ PERCEPTIONS

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Lucia Etri Indriani Student Number: 041214091

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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I dedicated this thesis to

Jesus Christ, my Saviour

my Father and Mother

my family

and my friends

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vii

ABSTRACT

Indriani, Lucia Etri. 2011. The Use of Video Materials in Grade IX Students’

Learning Activities of SMP Pangudi Luhur Sedayu: A Study on Students’

Perceptions. Yogyakarta: Sanata Dharma University.

students’ perceptions towards the use of video materials in the English teaching -learning activities carried out at SMP Pangudi Luhur Sedayu?”

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viii ABSTRAK

Indriani, Lucia Etri. 2011. The Use of Video Materials in Grade IX Students’

Learning Activities of SMP Pangudi Luhur Sedayu: A Study on Students’

Perceptions. Yogyakarta: Universitas Sanata Dharma.

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ACKNOWLEDGEMENTS

First and foremost, I would like to bestow my deepest gratitude to Jesus Christ for His blessing, for His guidance, for the spirit and for the strength He has given that I finally could finish my thesis.

My deepest gratitude goes to my thesis sponsor, Carla Sih Prabandari, S.Pd., M.Hum. for her great guidance, suggestions and help during the process of writing this thesis. My thankfulness also goes to all PBI lecturers and secretariat staffs who have helped me during my years in PBI.

I am truly indebted to Br. Martinus Sariya Giri, S.Ag., FIC, the principle of SMP Pangudi Luhur Sedayu and Celcius Suhartanta, S.Pd., the English teacher of SMP Pangudi Luhur Sedayu, who have helped me so that I could conduct research there. Let me also give special appreciation to the ninth grade students of SMP Pangudi Luhur Sedayu for their cooperation during my research.

I present this accomplishment to my beloved parents, Fx. Masdjono and

Y. Umiyati, my brother, Yohanes Budi Suryanto, and my sister, Christina Eva Nuryani, for their endless love, supports, prayers, and encouragements. I truthfully would like to thank my big family: Mbak Nining, Mbak Christy, Novi,

Desi, Erlin, Om Banu, Beni, Deddy, Vanny, Abimanyu, and others for every laughter we always shared. Hence, it brings me to give my special thanks to

Gerry for his endless love, support, and care that he gives to me.

My gratitude also goes to all my great friends: Novi, Silvie, Tika, Riska,

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Mbak Andang, Mbak Linda, Sari, Hana, Evy, Dhika, Rini, and Jati for the experiences, moments, and true friendship. I would also thank members of EEPro and members of OMK Bakti Dharma Kaliduren: Yoga, Hadi, Avi, Petra, Mbak Tini, Devi, Venta, Linda, Novi, Agung, Yuli, and Wanliph for the support, kindness, care, warmth, and laughter I have had with them.

Lastly, I thank all PBI students and those whose names cannot be mentioned one by one, who have helped and supported me. May God bless them.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF FIGURES ... xiii

LIST OF TABLES ... xiv

LIST OF APPENDICES ... xv

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Problem Formulation ... 4

C. Problem Limitation ... 5

D. Research Objectives ... 5

E. Research Benefits ... 6

F. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 9

1. Perception ... 9

a. Definitions of Perception... 10

b. The Perceptual Process ... 11

c. Factors Influencing Perception ... 12

d. Relationship between Perception, Learning, and Thinking ... 15

2. Video in Language Learning ... 16

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xii

b. Video Types ... 19

c. Video Teaching Techniques and Activities... 21

B. Theoretical Framework ... 23

CHAPTER III. METHODOLOGY A. Research Method ... 25

B. Research Participants ... 26

C. Research Instruments ... 27

D. Data Gathering Techniques ... 29

E. Data Analysis Techniques ... 30

F. Research Procedure ... 31

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Implementation of Video in Teaching and Learning English ... 33

B. Students’ Perceptions towards the Use of Video in Teaching and Learning English ... 38

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 49

B. Suggestions ... 52

REFERENCES ... 54

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xiii

LIST OF FIGURES

Figure 2.1 The Perceptual Process ... 11 Figure 2.2 The Relationship between Perception, Learning, and Thinking... 16 Figure 3.1 Data Triangulation of the Research Questions ... 31

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xiv

LIST OF TABLES

Table 3.1 Coding of the Interviewees’ Name ... 27

Table 3.2 Questionnaire Questions ... 27

Table 3.3 Items of Interview with the Teacher ... 28

Table 3.4 Items of Interview with the Students ... 29

Table 4.1 Questionnaire Result Number 1, 2, 13, and 14 ... 38

Table 4.2 Questionnaire Result Number 4 and 5 ... 41

Table 4.3 Questionnaire Result Number 6 and 7 ... 43

Table 4.4 Questionnaire Result Number 8 and 9 ... 45

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LIST OF APPENDICES

Appendix 1: Example of Video Materials ... 58

Appendix 2: Questionnaire Sheets ... 62

Appendix 3: Raw Data of the Questionnaire Result ... 64

Appendix 4: Guiding Questions for the Interview Session ... 65

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CHAPTER I

INTRODUCTION

In this chapter, the researcher elaborates six major underlying issues, namely background of the study, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms. The introduction is intended to build the main reasons for conducting the research.

A. Research Background

There are many factors that influence English teaching and learning process, one of which is teaching materials. Those factors need to be considered in order to develop the teaching and learning process. It is also important to arrange learning materials because the application of techniques, methods and activities depend on the materials choice. The applied methods and materials need to be interesting, attractive and suitable for students (Razak, 2003). On the other hand, teachers should place the methods and materials suitable with language classroom in context.

There are many methods and materials available for English language teachers. Teachers can apply materials from textbook or other already-prepared materials such as videos, films, pictures, computer programmes, and cassettes. Teachers have to understand that the applied methods and materials should be able to fulfil students’ need and interest (Girrard, 1977, cited in Razak, 2003).

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Thus, incorporating video as learning materials in English language teaching and learning can be an alternative for teachers.

Video is a good choice since it helps students in memorizing and understanding the learning materials (Antoni, 2002). “Video is defined as the display of recorded pictures on a television-type screen”. Whereas Newby, Stepich, Lehman, and Russell (2000: 102) describe video as “any media format that employs a cathode-ray screen to present a picture can be referred to as video”. Considering the fact that human’s sense of sight is the main sources of information (Asep in Wirataputra, 1997, cited by Antoni, 2002), the use of video as visualization media has been introduced. Its use is very helpful for students to understand the provided materials (Antoni, 2002). It is because the use of video gives students clear visual illustration. Video as one of visualization media is presented to improve the teaching and learning materials and to promote students’ understanding. As stated by Stevick (1986) in Tomlinson (2005) that visualization work effectively on foreign language learning, video can be used as ‘helping hand’.

Furthermore, there are other reasons why video is used in the language learning classroom. Presenting video provides students with important stimulus on the target language. When the video is provided as authentic materials, it is good for students as it can introduce them to their surroundings (Gebhard, 2000). Authentic video is also a window on English-language culture when it shows English culture product.

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However, there are also many affective factors which come from students himself. Perception is one of them. Altman, Valenzi and Hodgetts (1985) define perception as the process where stimuli are selected and grouped by a particular person to be interpreted so that he can understand the environment which he lives. Furthermore, Gibson, Ivancevich, and Donelly (1997) define perception as an individual’s process of interpreting environment which is done by organizing and giving meaning on the stimuli of psychological experiences. As each person gives her own meaning to the environment, the way each individuals “see” the same thing will be different.

Perception involves the process of acquiring specific knowledge and information at any particular moment. Thus, perception occurs whenever the senses are activated by stimuli (Gibson et al., 1997). If someone believes that stimuli will bring his needs, this believes will cause him to have positive perception toward the stimuli. This positive perception also occurs when someone has a big expectation toward the stimuli. The differences in someone’s needs and expectations when experiencing something cause the differences of perceptions from one person to another (Bootzin, Loftus, and Zajonc, 1983).

Students’ perceptions on English teaching-learning activities are important. It is because perception has become the central process of knowledge acquisition (Forgus, 1966). Forgus states that perception is the superset of learning and thinking. In other words, it can be said that learning and thinking is a process which assist human to understand the information they acquire from the environment. Since perception influences students’ motivation and behaviour or

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attitudes (Robbins, 2001), it also affects the English teaching and learning activities.

Moreover, there are several students who have motivational problems related to English teaching and learning activities at school. During several years teaching at SMP Pangudi Luhur Sedayu, the researcher happened to find that the students also have the same problem. Many of the students cannot successfully accomplish their tasks and assignments because they do not have motivation to learn English. Thus, incorporating video materials in English learning activities was meant to enhance students’ motivation. The way the videos are used in English learning activities will also affect students’ motivation (Sherman, 2003)

In this respect, this research is to identify students’ perceptions toward the use of video materials in their English teaching and learning activities in SMP Pangudi Luhur Sedayu. The researcher is intended to understand students’ perception towards the use of video materials in relation with motivation problem. As stated by Robbins (2001) that perception can influence motivation, the researcher aims to know how the perception affects students’ motivation in learning English. This research is also meant to find out how the video materials implemented in the students’ English learning activities.

B. Problem Formulation

The problems of the research are formulated as follows.

1. How does the teacher use the video materials in English teaching and learning activities in SMP Pangudi LuhurSedayu?

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2. What are the ninth grade students’ perceptions towards the use of video materials in the English teaching and learning activities carried out at SMP Pangudi LuhurSedayu?

C. Problem Limitation

The focus of the study is the ninth grade students’ perceptions towards the use of video materials in English teaching and learning activities at SMP Pangudi Luhur Sedayu. Through examining students’ perceptions, the teacher will be able to improve teaching methods and strategies by implementing video materials at

SMP Pangudi Luhur Sedayu which had been applied before. It is also needed for teacher to select the suitable video materials for students.

D. Research Objectives

The objectives of the study are to answer two questions presented in the problem formulation. The answer to the first questions covers the information about the use of video materials in English teaching and learning activities. It will also elaborate the teaching strategies used by the English teacher of SMP Pangudi Luhur Sedayu. The answer to the second question explores the ninth grade students’ perceptions towards the use of video materials in English teaching and learning activities carried out at SMP Pangudi LuhurSedayu.

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E. Research Benefits

The study, hopefully, is beneficial for those who deal with language teaching and learning, particularly teachers, students, and future researchers. First, it helps the teachers, especially the teachers of SMP Pangudi Luhur Sedayu, to know students’ perceptions on the use of video materials so that they can review their teaching and learning activities which had been carried out. They can improve their teaching method and strategies to be suitable with the use of video materials. They will also be able to select video materials which are suitable with students’ perceptions. Second, the study is beneficial for students of SMP Pangudi Luhur Sedayu because they can experience teaching and learning activities suitable with their needs and interest. At last, the study benefits future researchers because it can be used as the basis for conducting further researches on English language teaching and learning to which video is implemented.

F. Definition of Terms

This section presents the definition of terms which is intended to avoid confusion and misconception, namely perception, video materials, ninth grade students of SMP Pangudi LuhurSedayu, and learning activities.

1. Perception

Perception is defined as an individual’s process of organizing and interpreting impressions of the environment so that the impressions will be meaningful (Robbins, 2001). Perception can also be defined as how the stimuli are

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selected and grouped by a particular person to be interpreted so that he can understand the environment which he lives (Altman et al., 1985). Perception is also an individual’s process of interpreting environment by organizing and giving meaning on the stimuli of psychological experiences (Gibson et al., 1997). Leontiev (1981) states that perception is the process where external objects are reflected to the man’s awareness with the help of man’s senses.

Moreover, perception has become the central point of learning because it gives information of the environment. In this study, perception refers to the students’ process of organizing and interpreting impressions or information about the English teaching and learning activities so that the impressions and information will be meaningful.

2. Video Materials

Video is defined as “the display of recorded pictures on a television-type screen”. It is also defined as ”any media format that employs a cathode-ray screen to present a picture can be referred to as video” (Newby et al., 2000: 102). Materials, according to Tomlinson (1998: xi) can be defined as “anything which is used to help to teach language learners”. The materials can be in the form of a textbook, a workbook, a cassette, a CD-Rom, a video, etc. “Anything which presents or inform about the language being learned” is also the definition of material (Tomlinson, 1998: xi). So, in this study, video materials can be defined as materials presented in the recorded pictures on a television-type screen.

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3. Ninth Grade Students of SMP Pangudi LuhurSedayu

The ninth grade students of SMP Pangudi Luhur Sedayu are at the age of 15 to 16. They are grouped in three classes with 20-22 students in each class. They have experienced using video in their teaching-learning activities. They also have experience in learning English using video materials in their extracurricular class.

4. Learning Activities

Learning is defined by Forgus (1966) as the process of acquiring certain information through experiences. Hence, Brown (2001) defines activity in language learning as anything that students do in the classroom. So, in this respect, learning activities can be defined as anything that students do in the classroom for the purpose of acquiring certain information. In this study, learning activities refer to activities which are done by students in the classroom.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is intended to review some theories related to the issue of the study and to formulate the theoretical framework. For this reason, this chapter is divided into two major sub-headings, namely theoretical description and theoretical framework. The theoretical description provides the theoretical review of the issues, whereas the theoretical framework explains the thread of the theories to formulate the orientation of the study.

A. Theoretical Description

There are two main issues raised in the study, namely perception and video. Accordingly, the discussion of those issues was based on the previous literatures or researches.

1. Perception

This part presents four major discussion of perception theory. The perception theory which is applied in this research will be the definitions of perception, the perceptual process, the factors influencing perception, and the relationship between perception, learning and thinking.

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a. Definitions of Perception

Perception can be defined as how stimuli are selected and grouped by a particular person to be interpreted so that he can understand the environment which he lives (Altman et al., 1985). Perception can also be defined as an individual’s process of interpreting environment by organizing and giving meaning on the stimuli of psychological experiences. As each person gives her own meaning to the environment, the way each individuals “see” the same thing will be different (Gibson et al., 1997). Perception involves the process of acquiring specific knowledge and information at any particular moment. Thus, it occurs when the stimuli activates human’s senses (Gibson et al., 1997).

Perception is also defined as a process of receiving information about the environment (Forgus, 1966). The process of reflecting the taken objects to someone’s awareness takes place with the help of sensory organs to create an understanding of the environment is also the definition of perception proposed by Leontiev (1981). Robbins (2001) defines perception as a process of organizing and interpreting sensory impressions which individuals have to give meaning to their environment.

In conclusion, perception is a process of selecting and organizing information which comes from the human experiences to give understand and give meaning to the environment they live. The individual gets the information from their sensory organs. The moment when the human’s sensory organs are activated by the stimuli is where the process happens.

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b. The Perceptual Process

In order to form perception, three steps are needed. The steps consist of having awareness or attention to the incoming stimulus, recognizing and interpreting the incoming stimuli into some messages, and translating or deciding the appropriate action or behaviour to respond the message.

The following is the diagram that shows how the perceptual process happens.

Figure 2.1 The perceptual process (Altman et al., 1985:86)

From the perceptual process shown in Figure 1, it is seen that perception comes from the stimuli. The stimuli then are selected in the brain. The selected stimuli will result in the form of information. The information which is come from the brain will be organized and interpreted. Then, the information will be translated into meaning. Hence, perception is the result of the translation of information, which has been organized and interpreted by the brain, into meaning.

Furthermore, perception will create behaviour responses. If someone has positive perception of something, he will create positive behaviour towards that thing as the behavioural responses follow the perception, organization and interpretation of stimuli. For students, if they have positive perception of the

stimuli

sensors’ selection of

stimuli

perception, organization, and

interpretation of stimuli

behavioural response

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English teaching and learning activities, they will create positive behaviour towards the activities.

c. Factors Influencing Perception

There are six main factors which influences individual’s perception (Gibson et al., 1985). They are elaborated in the following discussion.

1) Stereotyping

The first factor is stereotyping. Stereotyping is the process where an individual’s characteristics are overgeneralized (Gibson et al., 1997). Robbins (2001) define stereotype as a set of beliefs about the characteristics of people in a particular group that is generalized to all members of the group. Stereotype can also be defined as “the process of categorizing people or things based on a limited amount of information” (Altman et al., 1985: 91). It is usually used to simplify complex stimuli which are accepted by decision makers.

In teaching-learning activity, stereotype might occur. For example, stereotype with age as the basis. Most of the stereotypes are the wrong perceptions because it is formed not because of the fact that happens in our environment.

2) Selectivity

The second factor is selectivity. People usually selectively interpret what they see based on their interest, background, experience and attitudes (Robbins, 2001). Therefore, selectivity means an individual’s process of selecting

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information which has been received to get the positive features (Gibson et al., 1997)

We shape perception based on something that we want to choose. It is supported by Gibson et al. (1997) that people tend to ignore the negative information or cues they received in order to feel comfortable. People will take the stimuli that they want but most of the stimuli that they take are the positive one for them to get better results. In the English teaching-learning activity, people regard activities as important activities and have positive perception on the activities if they are interested in the activities.

3) Self-concept

The third factor is self-concept. According to Altman et al. (1985: 90), self-concept means “the way we feel about and perceive ourselves important because your mental picture of yourself determines much of what you perceive and do”. It changes as we mature. Furthermore, Gibson et al. (1997) propose that based on the research, individual who knows himself will be easier to see accurately because they who accept themselves are more likely to see positive aspects of other people. Thus, individual who has positive self-concept is likely to perceive people and things around him positively.

4) Situation

Individual’s perceptual accuracy is influenced by the press of time and the attitudes of people which are working with other situational factors (Gibson et al.,

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1997). According to Robbins, the feature in the surrounding environment affects individual’s perception towards something. Hence, the time, location, or any other situational factors which attribute an object or event is seen can influence individual’s attention of environment and be important in shaping his perception.

Moreover, Altman et al. (1985) state that individual’s familiarity of something or expectation, situation, past experience influences his perception. Thus, individual’s effort to adjust his behaviour to situation and environment determines his ability to perceive things accurately.

5) Needs

Perceptions are significantly influenced by needs and desires (Gibson et al., 1997). Robbins (2001) states that needs can stimulate individual and may strongly influence their perception. Moreover, individual is likely to perceive something which will satisfy his needs (Vernon, 1971). Thus, people will learn what they want to learn, eat what they want to eat, see what they want to see, and they will do everything they want to do. Each individual also has certain needs in learning.

6) Emotions

Emotion can influence someone in forming perception. Gibson et al. (1997) support this through their statement that strong emotions often make person form negative perception. Perception is formed through experiencing a particular thing. When someone feels that he gets benefit of something, he will

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create positive perception in his mind. On the other hand, a person will form negative perception when he finds that something is not beneficial for him.

d. Relationship between Perception, Learning, and Thinking

Students’ perceptions on English teaching-learning activities are important. It is because perception has become the central process of knowledge acquisition (Forgus, 1966). Forgus states that perception is the superset of learning and thinking. In other words, it can be said that learning and thinking is a processes which assist human to understand the information they acquire from the environment. Since perception influences someone’s motivation and behaviour or attitudes (Robbins, 2001), it also affects students’ motivation, behaviour or attitudes towards the English teaching-learning activities.

Learning is defined as the process of acquiring information through experiences so that it becomes part of the “organism’s storage of facts” (Forgus, 1966). Therefore, the results of learning facilitate the extraction of information “since the storage facts become models against which cues are judged” (Forgus, 1966: 2). Thinking is also defined by Forgus (1966) as an activity which is generalized to be going on when an organism is engaged in solving problems, where the organism also use the “models”.

Perception, learning and thinking are interrelated and they are referred to as the cognitive processes because they are concerned with knowledge. Perceptual set becomes more complex and patterned with experience so that individual is able to extract information from the environment.

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Stimulus Organism Learning Thinking

Figure 2.2 The Relationship between Perception, Learning, and Thinking (Forgus, 1966: 2)

In figure 3.2 above, it is shown the relationship of learning and thinking in complex process of perception. The process begins with the stimuli possessing information is obtained by an organism/ individual as learning. This learning modifies the individual so that later perception will occur. Learning may also lead to thinking, which is the result of previous learning. This thinking will adjust the individual because new learning occurs. Accordingly, the perceptions shaped might be different from the previous one.

In conclusion, the result of thinking modifies future learning and learning can affect the way individual perceive the world. It is also recognized that learning determines the selectivity of perception and that “learning improves perceptual discrimination and selection” (Forgus, 1955a; 1955b; Eleanor J Gibson, 1966; Hebb, 1949 as cited in Forgus 1966:6).

2. Video in Language Learning

Nowadays, video has been broadly used in the field of language teaching. Generally, video is defined as “the display of recorded pictures on a television

-Modifies perception of stimulus

Modifies perception of stimulus

Modifies organism

Modifies organism through learning

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type screen” or “any media format that employs a cathode-ray screen to present a picture” (Newby et al., 200: 102). Incorporating video as learning materials will help students to memorize the materials easily (Antoni, 2002). Regarding the fact that some information comes from human’s sense of sight, the use of video in learning plays its demanding role in language learning.

a. The use of Video in Language Learning

Video employed in learning process is usually a product of authenticity. Most of the video which is applied in the classroom are authentic video. However, authentic video means real language use, such as TV, newspapers or native speaker dialogue or examples of language that were not created with the purpose of language teaching. Then, why teachers need to use authentic video? Sherman (2003) proposed two major reasons of using authentic video. First, the authentic video used for accessibility reason. The supply of materials is enormous and highly accessible. Teacher can find the materials from the film in the form of short video provided in many shops. There is also internet, TV programs, or satellite channel which provides good quality of language learning. Second, authentic video can increase students’ motivation. Video has good point to be used in the classroom as it can direct students’ concentration especially on short effects. When students have the chance to see language in use, they will increase their level of interest (Harmer, 2001). Video which presents real language use will provide opportunity for students to understand and enjoy real thing.

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Besides those two major reasons stated above, Sherman also proposed the good points of using video in language teaching. Firstly, authentic video is good for the people who want to access media for their own sake. Basically, people want to be able to view the news, get some information from advertisement, see a film in English subtitles, and to use the language products in the normal activities. A second reason is that authentic video can be used for comprehension of the spoken language, in this regards, English language. The obvious advantage of video in comprehension is the visual dimension. The visual dimension helps the students to accept the materials. It is based on the opinion that a visualised memory input will be accepted easier and faster by the brain than a non-visualised memory input (Antoni, 2002). Furthermore, based on Antoni’s project, in listening and speaking activities, students got better result in watching video rather than listening on cassette. When most of the listening comprehension exercises for students only provide audio dimensions, video can give both audio and visual dimensions (Sherman, 2003).

The third reason proposed by Sherman (2003) is because authentic video provides language model for the students. It allows students to see the world outside the classroom and learn how the language being used. Regarding this phenomenon, teachers of language learning have to provide the up-to-date materials for students’ improvement. Fourth, authentic video used can create culture awareness (Harmer, 2001). Learning through authentic video brings students to feel the difference between the world they live with the world the

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language originate. The difference things may about food, education, occupations, fashion, etc. It is a kind of window of the culture.

The fifth reason of using video in the language classroom is motivation. As a stimulus or input, authentic video can be used for discussion, writing, and other classroom activities. The interactive language provided by video is suitable because it is highly creative and enjoyable. Sixth, video represents many vocabularies when it is used in learning. It gives access to things, people, places, events and even behaviour of outside world.

Moreover, the language being used in authentic video is usually linked to actions, feelings, and situations which give access to the full meaning. Thus, understanding of the language will be much easier because it is interpreted in full visual context.

b. Video Types

Implementing video in the language classroom needs careful selection. Sherman (2003) also proposes variety of types of video recording which can be applied in language classroom. There are many types of video such as drama video (films, soaps, sitcom), documentaries, TV news and weather, discussions, interviews, TV commercials, sports programmes, talk shows, game shows, and educational films. Those types of video can be readily used in the language classroom. Moreover, Harmer (2001) classifies video, which can be used in language learning, into three basic types: ‘off-air’ programmes, ‘real-world’ videos, and language learning video.

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1) Off-air programmes

Off-air programmes including programmes recorded from television channel should be suitable with the language learning class. The suitability includes language level, video length, language materials, etc. However, it is strongly recommended to have legal permission of the recorded programmes because some of the television programmes have copyright restrictions. Some of off-air video which can be used in the language classrooms are those about prediction, cross-cultural awareness, teaching language, or as a means to stimulate students’ creativity.

2) Real-world videos

Videotape materials such as exercise manuals, wildlife documentaries or comedy provide the real-world view. When the off-air programmes happen to be impossible to use, these type of video can be replaced. Usually, real-world video helps students to contextualise the outside environment. Furthermore, teachers should carefully select the video materials since they represent the ‘reality’. Once again teachers need to make their choice based on how engaging and comprehensible the video to be.

3) Language learning videos

There are now many language learning videos produced by the publishers. Frequently they accompanied the workbooks. Hence the main advantage of specially made videos is that they have been designed based on the particular

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students’ level. They are likely to be comprehensible, suitable with students’ interest and multi-use since they can be used for numbers of activities apart from their function in language study. Apparently, there is a danger of using poor produced, inauthentic situations and language or the unsophisticated video. Therefore, the video choice has to be acceptable for students.

c. Video Teaching Techniques and Activities

There are number of teaching techniques and activities which can be applied in video-based lessons. Teacher might be able to adopt the provided techniques which usually focused on the visual and audio parts of the video. Sherman (2003) recommends several ways of using video types. They are: as complete recordings or short extracts, for exposing the recordings to let students enjoy them, for the students’ sake of encountering the culture, for listening comprehension, for providing students the models of the spoken language, as stimulus for some other activity, and as a moving picture book. Teacher is free to choose the types of video and use them in many different ways and for many different purposes. Moreover, Harmer (2007) suggests several video teaching techniques and activities.

There are several techniques of video-based lesson which are designed to stimulate students’ curiosity, through prediction activities. However, the techniques cover the viewing and listening techniques. The first video viewing technique is fast forward. This technique is commonly applied by fast forwards the video after pressing the ‘play’ button so that the students only see the

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sequence silently and for view seconds. When it is over, teacher can ask students what the video was about and guess the characters saying.

Second technique is silent viewing for language. The video is played at normal speed but eliminating the sound. After that, students have to guess what the characters are saying. When they have finished, teacher played the video with sound while checking if the students guess correctly or not. The third technique is silent viewing for music. The same technique can be applied with music by showing a sequence without sound. Teacher can ask students to guess what kind of music they would put behind it and reason of placing such kind of music there. The next technique is freeze frame. This technique can be done by ‘freeze’ the picture at any stage of the video sequence. This technique is useful to help students guess what will happen next or what the character will say next. The last technique suggested by harmer (2007) is partial viewing. This technique is a way of provoking students’ curiosity. Students are allowed to see only partial of the picture on the screen.

Similarly, the listening activities are usually designed to elicit students’ engagement and expectations. There are four listening techniques they are: pictureless listening (language), pictureless listening (music), pictureless listening (sound effects), and picture or speech.

In the pictureless listening which is meant to strengthen students’ ability on grasping the spoken language, students can only listen to the speakers and have to guess such things as where it is taking place. Then, the pictureless listening can also be done for the video which provides a music track. Students can listen to it

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and then, as an example, guess what kind of situation might be accompanied the music.

Watching a scene without dialogue, students can listen to the sound only to guess the scene. For example, they might hear a sound of car or plane. They then tell the story they think they have just heard. This activity can be done without allowing students to see the picture.

Video can be used for general comprehension and for creativity. For general comprehension use, the students might have fully-played video. While video is being played, students have to try and give information of what they have seen. Then, teacher can give several comprehension questions to help students understand the story. Moreover, other general comprehension tasks include watching to confirm expectations and similar to reading and listening tasks of the same type.

B. Theoretical Framework

This study is conducted based on some theoretical concepts and principles. The first concept is related to the implementation of video as teaching media. There are many types of video which should be selected carefully so that they can be used optimally. The materials presented in the video are applied in the students’ learning activities through considering the techniques as proposed by Sherman (2003). Moreover, there are also several video teaching techniques and activities which have been designed to help teacher implement the video in the class. As a matter of fact, the chosen teaching strategies and activities will affect

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students’ perceptions on the learning process.

The second concept is related to perception as an individual’s process of organizing and interpreting impressions of the environment (Robbins, 1997). Therefore, the students of SMP Pangudi Luhur Sedayu’s perceptions can be

defined as mental processes within the students to organize and interpret impressions of activities carried out by the teacher to facilitate them to learn English through the use of video materials. In relation to teaching-learning activities at SMP Pangudi Luhur Sedayu, the researcher will attempt to observe and analyze the students’ perceptual process (Altman et al., 1985) which can stimulate their behavior responses. Understanding their perceptual process and approach to learning will help the researcher to understand the factors that affect the students’ perceptions.

Factors which affect the students’ perceptions will also be discussed. There are six main factors which influence individual’s perception (Gibson et al., 1997). They are stereotyping, selectivity, self-concept, situation, needs, and emotions. This part is needed to help the researcher to find out the factors that affect the perceptions of the ninth grade students on the English teaching-learning activities.

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CHAPTER III

METHODOLOGY

This chapter provides six general descriptions on the research method, research participants, research instrument, data gathering techniques, data analysis techniques and research procedure.

A. Research Method

The study belongs to descriptive research, which describes the situation as it is. Descriptive research, according to Sprinthall, Schumutte, and Sirois (1991), is a research which its primary purpose is description. The descriptions provide information about relationships between variables since it does not give opportunity for the researcher to control and manipulate the environment.

The research also belongs to survey research as it was done by means of questionnaire and interview. It is verified by Sprinthall et al. (1991: 93) “that survey research is designed to collect information from samples (occasionally, even from population) by using questionnaire and interview”. The questions might be related to opinions, perceptions, attitudes, beliefs, or any of a number of other psychological or sociological qualities. Additionally, survey research is included in descriptive research which requires the researcher to interpret, describe, and explain thoroughly the natural situation revealed on the answered questions.

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descriptive data about the students’ perceptions towards the use of video materials the English teaching and learning activities carried out at SMP Pangudi Luhur Sedayu. It is aimed to find out the use of video materials in English teaching and learning activities at SMP Pangudi Luhur Sedayu and the students’ perceptions towards the use of video materials in the English teaching and learning activities carried out at SMP Pangudi Luhur Sedayu.

B. Research Participants

The participants of this research were the English teacher and ninth grade students of SMP Pangudi Luhur Sedayu, Bantul. The total numbers of the students were sixty two. However, only twenty students became the research participants. The cluster sampling was conducted in choosing the participants. It used the classroom as the unit of sampling. “Cluster sampling is used when it is more feasible or convenient to select groups of individuals than it is to select individuals from a defined population” (Borg and Gall, 1983: 249).

In the interview, only five students were selected randomly to be the interviewees by considering their homogeneous. Simple random sampling was employed in selecting the participants since it involves an equal chance for each unit of the population to be selected (Krathwohl, 1998). Moreover, in order to keep the information confidential, the researcher conducted the coding of interviewees’ names. The coded names of the participants were shown in Table 3.1 in the following page.

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Coding Meaning

Mr/Ms Ant The name for the participant of the interview number 1 Mr/Ms Bird The name for the participant of the interview number 2 Mr/Ms Cow The name for the participant of the interview number 3 Mr/Ms Duck The name for the participant of the interview number 4 Mr/Ms Elephant The name for the participant of the interview number 5

Table 3.1 Coding of the Interviewees’ Name

C. Research Instruments

The researcher developed two instruments used to elicit data on learning experiences, namely interview guide and questionnaire. The clearer description of the instruments was as follows.

1. Questionnaire

The questionnaire employed in this research was the in the form of close-ended and simple checklist answer. The questionnaire provided in the form of yes/no questions. This type of questionnaire was selected to maximise the information wanted from the students (McDonough and McDonough, 1997). Table 3.2 below is the format of the questionnaire.

No. Questions

1. Do you like learning English using video?

2. Do you feel excited when having video in the class?

3. Do you think you can get knowledge through learning English using video?

4. Do you think the use of video help you to learn English pronunciation?

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No. Questions

6. Do you think the use of video help you to learn English vocabulary?

7. Do you like to learn English vocabulary through video?

8. Do you think the use of video help you in listening comprehension?

9. Do you like having listening comprehension using video? 10. Do you like having animated video in the class?

11. Do you like having documentaries video in the class? 12. Do you like having language learning video in the class? 13. Do you like the video showed by the teacher?

14. Do you enjoy the video-based activity designed by the teacher?

Table 3.2 Questionnaire Questions

2. Interview

An interview was a crucial way to collect data in the descriptive research. For this reason, the researcher conducted the interview with the teacher and five students to obtain the information from their perspectives. The interview questions, which were used to interview the teacher, are presented in Table 3.3 below. Furthermore, the interview questions, which were used to interview the students, are presented in Table 3.4 in the following page.

No. Points

1. 2. 3. 4. 5.

Types of video which were used in English learning activities How the video were used

Difficulties during the application of video

Students’ difficulties in learning using video materials

The influence of the use of video in the teaching and learning process

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No. Points

1. 2. 3. 4.

The videos which were used in the class

Students’ perceptions on the use of video in the English learning activities

Students’ perceptions on the use of video for pronunciation, vocabulary, and listening comprehension activities

The difficulties that students found during the English learning through the use of video

Table 3.4 Items of Interview with the Students

In the interview session, the researcher elicited the teacher’s method and strategies in using video materials in teaching and learning English. Researcher also explored the students’ experiences during the learning process which implemented video in the classroom. Semi-structured interview was conducted in gaining the data. Semi-structured interview was a type of interview where it had structured questions as the guideline but the questions are flexible during the interview process (McDonough and McDonough, 1997). The flexibility was shown on the changing order of the interview questions and more extensive follow-up questions to response the interviewees’ answer.

The method of recording the data in this interview was audio recording which was done using a tape recorder. Recording interviews allow researcher to observe many detail and accurate aspects of the interview (Hopkins, 1993).

D. Data Gathering Techniques

The process of gathering data was conducted during the even semester of 2010/2011 academic year. The questionnaire was distributed at the end of the semester on May 21, 2011. It employed twenty students as the respondents. They

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were required to fill the questionnaire by giving check (√) on the provided answer.

The interview was conducted in the form of multiple respondents. Multiple respondents were interviewed at the same time to simplify the recording and to save time. It is chosen to provide details and experiences of each interviewee that may stimulate others to take active parts in the interview (Krathwohl, 1998). Employing multiple respondents at the interview process needs to consider the “educational homogeneity as an important feature” (Krathwohl, 1998: 295). Five children were chosen to be interviewed. Lewis (1992, as cited in Cohen, Manion and Morrison, 2000) stated that group interviewing has to be conducted in a group of six or seven at optimum size, but for younger children, the size can be smaller. By placing students with their friends, the uncomfortable feeling could be avoided. It could also gather wide range of students’ responses.

E. Data Analysis Techniques

As previously described, there were two instruments employed in this research. Those two instruments were grouped to answer the research problems formulated in the first chapter. Each instrument was coded according to its components to make the interpretation of the data easier. The coding process conducted by placing the data into specific classification in thematic pattern. After the data from the instruments were classified, the researcher conducted data triangulation to assure the validity.

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Data triangulation was “the process of adding data to reinforce a finding where the new data are independent of the original set” (Krathwohl, 1998: 275), of which the aim was to produce “gather multiple perspectives on the situation being studied” (Burns, 1999: 163). Data triangulation technique usually uses “two or more sources to establish factual reality” (Krathwohl, 1998: 275). To do so, the researcher gathered the data of three instruments to produce trustworthy findings. As a result, the validity of the research could be attained by combining the findings which were not contradictory.

Figure 3.3 presented in the following page is the picture of how the research questions were answered.

Figure 3.1 Data Triangulation of the Research Questions

F. Research Procedure

In this subsection, the researcher was to picture the steps of conducting the research on students’ perceptions towards the use of video materials in students’ learning activities. Since the researcher found that the use of video in SMP Pangudi Luhur Sedayu was to motivate students to learn English, the researcher

Questionnaire Interview

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did class observation. The chosen topic was to identify students’ perceptions towards the use of video in English learning activities in SMP Pangudi Luhur Sedayu. It is believed that perception affects students’ motivation (Robbins,

2001). Refers to that believe, the researcher decided to choose the topic about perception and formulate two research problems.

After formulating the research problems, the researcher began to find the related literature which would suitable with the chosen topic. The researcher also collected the literature about research methods to be applied in the research. At the end of the semester, the researcher gathered the data in the form of questionnaire and interview. All the data from the questionnaire and interview were analysed based on the related theories. At last, the data which had been analysed was reported in the form of descriptive report.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter is intended to discuss the research findings through two major sections namely the use of video in teaching and learning process and students’ perceptions towards the use of video in English teaching and learning activities. The first section emphasizes on the elaboration of how teacher use video in teaching and learning English. The second section presents the discussion on the

students’ perceptions towards the use of video in their English learning activities.

A. The Implementation of Video in Teaching and Learning English

The use of video was introduced in English teaching and learning activities to stimulate and encourage students to build positive attitude towards the learning process. The authentic video materials were selected to offer students the real language use as it can increase their level of interest (Harmer, 2001). It also accommodated students with visualisation which helped students to accept the materials easier and faster (Antoni, 2002).

Based on the interview with English teacher of SMP Pangudi Luhur Sedayu which was conducted by the researcher, there were two types of video which had been applied by English teacher of SMP Pangudi Luhur Sedayu to his ninth grade students. There were real-world videos and language learning video. Most of those videos were authentic materials downloaded from the internet.

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Since authentic video materials provided real language use, most of the students who had a chance to see it show an increased level of interest (Harmer, 2001).

The video materials were implemented in students’ learning activities through various strategies. However, there was also one type of videos which was

used in students’ learning activities, it was the animated video. Those three types of videos were used in different kind of purposes bases on its suitability.

The teacher used the wildlife documentary videos to provide students with knowledge or real living world of animals. This type of videos were applied in various learning activities such as answering comprehension questions, taking notes on important details, making list of difficult vocabulary, and composing descriptive texts. Those learning activities required students to listen and watch the videos carefully. The comprehension questions such as What kind of animals live in Arctic? What are their foods? What is krill? Where can the polar bears

find their food? The provided questions helped students to compose descriptive texts as one of the assignments.

From the given vocabulary lists, the teacher tried to facilitate students to learn pronunciation. Students, then, had to pronounce each word correctly based

on the teacher’s guidance. If the students were unable to produce correct

pronunciation, teacher would give the correct ones. By doing so, students would

be able to compare their own pronunciation with the teacher’s.

Through the video, students had the experience about the language use. Moreover, as stated by Antoni (2002), visual dimensions of the video helps students to comprehend the story conveyed in the video because visualised

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memory input will be accepted easier and faster by the brain than a non-visualised memory input. Students could also learn English pronunciation since they heard the words being pronounced in the video.

The teacher also applied language learning video which was produced by

Depdiknas and other book publisher. The language learning video usually accompanies the course book. The video contained explanation on specific topics which are suitable for the ninth grade students. The teacher selected the video along with some activities to strengthen the use of video. Its main advantage was that it had been designed suitable for a particular level (Harmer, 2001). The materials presented in the video were example of daily conversation and short functional text. The use of video used to be followed by activities and/or tasks related to the topic explained in the video. The activities such as drawing conclusion, practicing pronunciation, and making dialogue in pair were practiced to gain understanding on the materials presented.

The teacher also provided series of exercises about the topic to reinforce

the students’ understanding. Sometimes, the exercises had been given by the

book. As stated by Harmer (2001), video that shows language in operation can enhance the lesson. The video can be used to introduce new language, to practise already known items, or to analyse the language used.

Most of the animated videos which were implemented were the videos about fable and fiction films. While students were watching the videos, they had to take notes on important details of the story. Students had to try and give as much information as they could. Through this activity, students could not only

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learn how to make details of the story but also learned to listen for the language use such as the pronunciation and vocabulary. Comprehension questions used to be the tasks after students watched the videos. Individually or sometimes in group, students had to answer the questions related to the story they had watched previously, such as: Where did the action take place? How many characters were there in the story? What did the characters do? What was the relationship of each

character? Those questions helped students to rewrite the story in their own words.

The other application of videos in English teaching and learning in SMP Pangudi Luhur Sedayu, such as documenter and animated films, were also used for relaxation. The films, the commercial ones, were played after students had the

Tes Pendalaman Materi (TPM). The TPM was conducted to prepare students for the final examination. It was conducted once in a month. Since many students felt bored because of theTPM, teacher played the films to help them relaxed. Harmer (2001) states the importance of the use of video as relaxation. Since usually teachers have to make it an active process, not the passive one, it is needed to make sure that this use must not be overdone (Harmer, 2001).

However, the teacher found several problems emerged during the use of the video in the English teaching and learning activities. The first problem was poor quality disks. This problem disrupted the teaching and learning activities since the teacher had already set the lesson plan without considering such kind technical problem which might appear. Second, when the teacher found that several videos contain acts which were inappropriate to be watched by students at

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their age, he had to stop the video and jump to the next section. It made some students got disappointed and reduced their interest. Third, some students were bored when they watched uninteresting video. They did not pay attention to the video played which made them unable to be successfully engaged in the activities. Fourth, the teacher could not apply the videos specifically for listening activities. Students could not practice listening activities since there was no sufficient equipment, such as the language laboratory, to conduct listening activities.

Furthermore, during the teaching and learning activities the teacher found that students faced several problems related to the use of the video materials. Sometimes, students found it rather difficult to produce narrative and descriptive paragraphs on their own words. They sometimes missed some details and had limited vocabulary mastery. Some of the students also had problem on identifying words pronounced in the video. Thus, it was difficult for them when they were asked to compose narrative and descriptive texts. Teacher tried to help students by giving clues and/or providing information to help students remembered what the videos were about.

As stated by Sherman (2003) that the use of video can increase students’

motivation, teacher also found that his students were motivated enough by watching video in their teaching and learning activities. By seeing language use through video, students were able to comprehend the materials presented easier and more effective than comprehending written text. It could also be clearly seen that students were more enthusiastic and motivated when video was used in teaching and learning activities. Students were also able to recognise how English

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language being used in real world. Hence, the use of video could direct students’ attention and concentration (Harmer, 2001).

Considering the advantages of using video in teaching and learning activities, the English teacher of SMP Pangudi Luhur Sedayu was eager to find

more sources of video especially those dealing with students’ materials presented

in the curriculum. He wanted to increase the students’ motivation to learn English so that they achieved better result in English subject. He also wanted to produce more interesting activities applied with video materials.

B. Students’ Perceptions towards the Use of Video in Teaching and Learning English

This section discusses the ninth grade students’ perceptions towards the use of video in their teaching and learning English activities through examining the result of questionnaire and interview which were conducted at the end of the academic year 2010/2011. Thus, the result of questionnaire which had been analysed is presented in this part to get the answer of the second research question. All the questionnaire results are presented in percentages. Besides that, there are also discussions about factors which influence students’ perceptions. These factors are stereotyping, selectivity, self-concept, situation, needs, and emotions (Gibson et al., 1997).

The questions conveyed in the questionnaire were grouped in six main issues which were elaborated in fourteen yes/no questions. The first issue was meant to know whether students like the video materials which had been used in

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their English teaching and learning activities or not. It was elaborated in questions number 1, 2, 13, and 14. The result can be seen in Table 4.1 below.

No. Statements Y

(%) N (%)

1. Whether students liked learning English using video or not 95 5 2. Whether students felt excited when having video in the

class or not

95 5 13. Whether students liked the video showed by the teacher or

not

95 5 14. Whether students enjoyed the video-based activity

100 -

Table 4.1 Questionnaire Result Number 1, 2, 13, and 14

As you can see in Table 4.1, the questionnaire result shows that ninety-five percent students had positive perception on the use of video in their English teaching and learning activities. Only five percent of them think that it was not interesting. This conclusion was also supported by the result of second question which shows that ninety-five percent students felt excited when they had video materials in English teaching and learning activities. Students felt happy and excited during the learning process. They thought that the use of video in teaching and learning activities could motivate them to join the learning process. Furthermore, all of the interviewees also found that the use of video was enjoyable experience.

The students kept on having positive feelings in the teaching and learning activities where video materials were implemented. All of the respondents (a hundred percent) thought that the video-based activities designed by the teacher

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Q: brarti, bagaimana cara tau kata-katanya seperti apa? A: ya diperhatikan saja ngomongnya

Q: Sulit atau tidak kalo seperti itu?

A: lumayan susah, karena ngomongnya terlalu cepet

Q: lebih enak mana, belajar pronunciation lewat guru atau lewat video? A: lewat guru, soalnya lewat video lebih susah

Q: berarti, selain bisa dipakai buwat belajar pronunciationbisa buwat belajar vocab juga?

A: bisa Q: caranya?

A: ya diperhatikan, kata-kata ini artinya apa. Apalagi nek udah ada

terjemahannya, lebih enak. Nanti trus dicatet, baru dicocokin sama kamus. Q: dengan cara begitu, membantu ya?

A: iya

Q: suka belajar vocab lewat video? Kenapa?

A: suka. Soalnya jadi lebih ngerti, ada variasinya juga gitu lho. Gak cuma hafalan aja.

Q: kalau belajar listening? A: suka

Q: kenapa?

A: enggak bikin bosen, jadi lebih bervariasi

Q: berarti video juga bisa dipake buwat belajar listening ya? A: iya, bisa juga.

Q: kalau video yang khusus pembelajaran Bahasa Inggris? A: pernah juga

Q: membahas apa?

A: tentang short functional text

Q: suka atau senang belajar short functional text dengan video itu?

A: suka, karena ada variasi, jadi ga bosen. Jadi lebih paham juga dengan materi yang diajarkan

Q: jadi, kesimpulannya, suka dengan video seperti itu? A: Iya

Q: Lalu, selama ini ada kesulitan belajar Bahasa Inggris dengan video? A: ya kesulitan ada

Q: contohnya?

A: kalau pas writing itu lho, susah vocabnya. Jadi gak bisa ngerjain.

Q: Oke, kalo gitu yang terakhir. Masih ingin pelajaran Bahasa Inggris diisi dengan nonton film atau video? Kalo iya, ingin yang seperti apa?

A: masih. Buwat belajar menyimak, vocab, pronunciation, sama writing Q: Yang lain?

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Date : May 21, 2011 Interviewee : Mr Cow

Q: Pertanyaan pertama. Selama pelajaran Bahasa Inggris, sering nonton video/film ya?

A: Sering

Q: kalau begitu, suka atau tidak dengan metode seperti itu? A: suka

Q: kenapa?

A: karena jadi gak bosen Q: menarik ga pelajarannya? A: iya

Q: Video atau film apa yang kamu sukai? A: yang enak ditonton

Q: Contohnya?

A: Yang tentang binatang-binatang Q: Kenapa suka film seperti itu? A: karena film-nya bagus

Q: Berarti, lebih suka film yang dokumenter dibandingkan yang animasi atau fiksi ya?

A: fifty-fifty

Q: berarti ada yang suka dan ada yang tidak?

A: Iya, nek tentang perang-perang, ga suka. Kayak yang spongebob juga ga suka. Q: jadi, yang mana donk?

A: tengah-tengah, dokumanimasi

Q: Tadi bilang kalau pelajaran memakai video itu menarik, berarti pelajaran yang menggunakan video memang menarik ya?

A: ya, tapi ada yang menarik, ada juga yang mboseni. Apalagi nek gak ngerti sama filmnya, jadi bikin ngantuk.

Q: Trus, lewat penggunaan video, kamu butuh belajar apa saja?

A: vocab mungkin. Trus kalau misal nggak tahu tentang kehidupan binatang, bisa juga pake video.

Q: menurut kamu, bisa atau tidak belajar pronunciation atau pengucapan lewat video atau film?

A: Bisa

Q: Memangnya, film atau video yang biasanya diputar ada terjemahannya atau tidak?

A: gak semuanya ada

Q: brarti, bagaimana cara tau kata-katanya seperti apa? A: didengarkan cara ngomongnya

Q: Sulit atau tidak kalo seperti itu?

A: Sulit. Orang luar negri kalo ngomong kan cepet banget. Susah menirukannya Q: lebih enak mana, belajar pronunciation lewat guru atau lewat video?

A: jelas lewat guru to mbak Q: bisa buwat belajar vocab ga? A: bisa

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Q: caranya?

A: Yo nek ada kata-kata susah, dicari di kamus. Tapi ketokke’ susah kabeh Q: dengan cara begitu, membantu ya?

A: Yo gitu, kadang-kadang gak ketemu juga. Q: suka belajar vocab lewat video? Kenapa? A: enggak. Soale susah. Lebih enak pake kamus. Q: kalau belajar listening?

A: Males. Ngomongnya cepet, jadi banyak yang gak tau artinya Q: Berarti kamu gak suka?

A: iya, gak suka

Q: tapi, mungkin gag belajar listening lewat video? Kan mirip to, cuma klo video ada gambarnya, jadi pasti lebih membantu kalau misalnya ada pertanyaan-pertanyaan comprehension.

A: yo memang, tapi aku gak seneng sih, jadi yo males banget nek listening. Q: kalau video yang khusus pembelajaran Bahasa Inggris?

A: pernah

Q: membahas apa? A: short functional text

Q: suka atau senang belajar short functional text dengan video itu? A: lumayan

Q: Ngerti gak dengan materi yang diajarkan lewat video itu? A: sedikit

Q: Lalu, selama ini ada kesulitan belajar Bahasa Inggris dengan video? A: Wah, banyak

Q: contohnya?

A: Pas cari vocabnya. Sama pas ada pertanyaan dari Pak Tanto. Sering enggak ngerti filmnya

Q: Kenapa bisa begitu?

A: Lha ngomongnya cepet, kalo ada terjemahannya, susah ngepasin.

Q: Oke, kalo gitu yang terakhir. Masih ingin pelajaran Bahasa Inggris diisi dengan nonton film atau video? Kalo iya, ingin yang seperti apa?

A: masih.

Q: buwat belajar apa?

A: Pokoknya yang bikin seneng, yang enak ditonton dan gak bikin ngantuk.

Date : May 21, 2011 Interviewee : Ms Duck

Q: Pertanyaan pertama. Selama pelajaran Bahasa Inggris, sering nonton video/film ya?

A: Sering

Q: kalau begitu, suka atau tidak dengan metode seperti itu? A: Ya, suka

Q: kenapa?

(4)

Q: menarik ga pelajarannya? A: Iya

Q: Video atau film apa yang kamu sukai? A: Animasi donk!

Q: Kenapa suka film seperti itu?

A: Soalnya lucu. Kan saya sukanya nonton animasi, kayak Spongebob gitu, mbak Q: Berarti, lebih suka film yang animasi dibandingkan yang dokumenter atau fiksi

ya? A: Iya

Q: Tadi bilang kalau pelajaran memakai video itu menarik, berarti pelajaran yang menggunakan video jenis lain juga menarik ya?

A: iya, semuanya menarik menurutku.

Q: Trus, lewat penggunaan video, kamu butuh belajar apa saja? A: pengucapan, menyimak, vocab, tentang hewan, tumbuhan.

Q: menurut kamu, bisa atau tidak belajar pronunciation atau pengucapan lewat video atau film?

A: Iya, bisa

Q: Memangnya, film atau video yang biasanya diputar ada terjemahannya atau tidak?

A: Ada yang ada, ada juga yang tidak.

Q: brarti, bagaimana cara tau kata-katanya seperti apa? A: ya diperhatikan saja pas ngomong

Q: Sulit atau tidak kalo seperti itu? A: lumayan

Q: lebih enak mana, belajar pronunciation lewat guru atau lewat video? A: lewat guru sih, tapi sok kadang-kadang beda sam pengucapan yang di film. Q: bisa buwat belajar vocab ga?

A: bisa Q: caranya?

A: Nanti kalau pas ada kata-kata yang susah, dilihat di kamus. Q: dengan cara begitu, membantu ya?

A: iya, betul

Q: suka belajar vocab lewat video? Kenapa?

A: suka, karena menyenangkan. Gak bosen gitu lho mbak. Video kan da gambarnya, jadi lebih jelas.

Q: kalau belajar listening? A: iya, suka juga

Q: kenapa?

A: Menarik, gak bosen jadinya, jadi lebih ngerti jga nek ada pertanyaan-pertanyaan.

Q: berarti video juga bisa dipake buwat belajar listening ya? A: iya.

Q: kalau video yang khusus pembelajaran Bahasa Inggris? A: Suka

Q: membahas apa?

(5)

Q: suka atau senang belajar short functional text dengan video itu? A: suka, soalnya jadi lebih ngerti sama pelajarannya

Q: jadi, kesimpulannya, suka dengan video seperti itu? A: Iya, suka

Q: Lalu, selama ini ada kesulitan belajar Bahasa Inggris dengan video? A: Ada

Q: contohnya?

A: terutama kalau pas writing.

Q: Oke, kalo gitu yang terakhir. Masih ingin pelajaran Bahasa Inggris diisi dengan nonton film atau video? Kalo iya, ingin yang seperti apa?

A: masih donk. Buwat belajar writing, menyimak, pronunciation, sama vocab juga

Date : May 21, 2011 Interviewee : Mr Elephant

Q: Pertanyaan pertama. Selama pelajaran Bahasa Inggris, sering nonton video/film ya?

A: Sering banget

Q: kalau begitu, suka atau tidak dengan metode seperti itu? A: Iya suka mbak

Q: kenapa?

A: menarik, menyenangkan Q: menarik ga pelajarannya? A: Menarik

Q: Video atau film apa yang kamu sukai? A: Animasi pastinya, kartun

Q: contoh film-nya?

A: Spongebob donk. Kan pencinta Spongebob Q: Kenapa suka film seperti itu?

A: Soale’ seru, asik, menarik, lucu

Q: Berarti, lebih suka film yang animasi ya? A: Iya donk, jelas itu.

Q: Tadi bilang kalau pelajaran memakai video itu menarik, berarti pelajaran yang menggunakan video jenis lain juga menarik ya?

A: lumayanlah.

Q: Trus, lewat penggunaan video, kamu butuh belajar apa saja? A: pengetahuan tentunya.

Q: menurut kamu, bisa atau tidak belajar pronunciation atau pengucapan lewat video atau film?

A: Bisa-bisa.

Q: Memangnya, film atau video yang biasanya diputar ada terjemahannya atau tidak?

A: Ya ada yang ada, ada juga yang tidak.

Q: brarti, bagaimana cara tau kata-katanya seperti apa? A: lihat, dengar, rasakan

(6)

Q: Sulit atau tidak kalo seperti itu?

A: terlalu cepet ngomongnya. Jadinya gak bisa ngikutin

Q: lebih enak mana, belajar pronunciation lewat guru atau lewat video? A: lewat guru, jelas itu. Solae kan bisa diulang kalo gak bisa. Jadi bisa lebih

mengingat gitu lho.

Q: Bisa belajar vocab juga gak? A: bisa juga itu

Q: caranya?

A: Ya kalau ada kata-kata yang sekiranya susah, ditulis dulu. Nanti kalo sudah selesai nonton, dicari di kamus. Kan kalo disuruh menuliskan lagi ceritanya, jadi bisa

Q: dengan cara begitu, membantu ya? A: Ow, jelas sekali

Q: suka belajar vocab lewat video? Kenapa?

A: tidak terlalu, soalnya nek gak ngerti kata-kata yang diucapkan, kan sama wae to. Tapi ya lumayan, nek ada gambarnya, kan jadi lebih menarik

Q: kalau belajar listening? A: Tidak terlalu suka Q: kenapa?

A: membosankan

Q: tapi, mungkin gag belajar listening lewat video? Kan mirip to, cuma klo video ada gambarnya, jadi pasti lebih membantu kalau misalnya ada pertanyaan comprehension.

A: iya, betul itu. Memang jadi lebih gampang.

Q: kalau video yang khusus pembelajaran Bahasa Inggris? A: seneng juga, lumayanlah

Q: kenapa begitu?

A: kurang menarik sih soalnya. Saya kan kartunis sejati Q: membahas apa?

A: waktu itu ada yang membahas short functional text

Q: suka atau senang belajar short functional text dengan video itu?

A: Lumayan, lebih enak daripada kalau dijelaskan guru soalnya. Jadi lebih donk Q: jadi, kesimpulannya, suka dengan video seperti itu?

A: Lumayan

Q: Lalu, selama ini ada kesulitan belajar Bahasa Inggris dengan video? A: pastinya ada

Q: contohnya?

A: Karena aku gak bisa pronunciation, jadi kalo ngomongnya, terlalu cepet, yo enggak ngerti jadinya. Kalo writing, gak tau artinya, jadi tidak bisa

Q: Oke, kalo gitu yang terakhir. Masih ingin pelajaran Bahasa Inggris diisi dengan nonton film atau video? Kalo iya, ingin yang seperti apa?

A: masih-masih Q: Seperti apa?

A: Pokoknya yang mengandung pesan bagus. Dan juga, harus menarik dan tidak membosankan.

The use of video materials in grade IX students learning activities of SMP Pangudi Luhur Sedayu : a study on students perceptions.

I dedicated this thesis to

Jesus Christ, my Saviour

my Father and Mother

my family

and my friends

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Links

The use of video materials in grade IX students learning activities of SMP Pangudi Luhur Sedayu : a study on students perceptions.

I dedicated this thesis to

Jesus Christ, my Saviour

my Father and Mother

my family

and my friends

Parts

Dokumen yang terkait

Students` perception on the use of songs in listening class at SMP Pangudi Luhur 1 Kalibawang.

Speaking materials using task-based learning for the seventh grade students of English Extracurricular Activity at SMP Pangudi Luhur Yogyakarta.

Students` perceptions on the implementation of mind mapping technique in narrative reading at SMA Pangudi Luhur Sedayu grade eleven.

Extra-curricular speaking materials based on communicative language learning for the 10th grade students of SMA Pangudi Luhur Sedayu Bantul.

Students` perceptions on the use of text modelling in teaching writing to the eight grade students of SMP BPK Penabur Indramayu.

The perception of the first grade students of Pangudi Luhur 2 Yogyakarta Junior High School on their english teaching learning activities.

A study on the students perceptions on the use of the student`s presentation technique in learning.

Students` perception on the use of songs in listening class at SMP Pangudi Luhur 1 Kalibawang

Students` perceptions on the use of text modelling in teaching writing to the eight grade students of SMP BPK Penabur Indramayu - USD Repository

THE USE OF VIDEO MATERIALS IN GRADE IX STUDENTS’ LEARNING ACTIVITIES OF SMP PANGUDI LUHUR SEDAYU: A STUDY ON STUDENTS’ PERCEPTIONS A THESIS Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Edu

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